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首页> 外文期刊>The Canadian journal of nursing research >“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education
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“Mutual Respect Would be a Good Starting Point:” Students’ Perspectives on Incivility in Nursing Education

机译：“相互尊重将是一个良好的起点：”学生“在护理教育中的幸存下的观点

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摘要

Background Studies indicate that incivility is common in nursing education and perpetuated by both students and faculty. Academic incivility negatively affects the well-being of those involved, interferes with the teaching–learning process, and is antithetical to nursing as a caring profession. An understanding of academic incivility is essential to establish best practices to address this problem. Purpose The purpose of this study was to examine incivility in nursing academia from the perspective of baccalaureate nursing students. Methods The study was conducted using a cross-sectional design, with a mixed method questionnaire administered to 380 students. The quantitative data were analyzed descriptively and qualitative data through content analysis. Results The majority of students thought incivility is a mild to moderate problem in nursing education. They thought that students contribute to incivility by not taking responsibility (being unprepared and being disinterested) for their education and by not being professional (being disrespectful and being uncaring) and faculty contribute by not being good teachers (being authoritarian, treating students unfairly, having ineffective teaching methods) and not being professional (being disrespectful, lacking compassion). Conclusion Until evidence is available for effective measures to address incivility, nursing schools should consider adopting strategies for solutions as suggested by the students in this study.
机译：背景技术表明，在护理教育中常见，并且由学生和教师延续。学术犯罪性对参与者的福祉产生负面影响，干扰教学过程，并与护理作为一种关怀行业。对学术犯罪性的理解对于建立最佳实践来解决这个问题至关重要。目的本研究的目的是从学士学位的角度来研究护理学术界的逍遥法。方法采用横截面设计进行该研究，用混合方法问卷给予380名学生。通过内容分析描述了定量数据和定性数据。结果大多数学生认为犯罪性是护理教育中适中的温和。他们认为学生通过不承担责任（不准备和无私）为他们的教育而促进犯罪，而不是专业（不尊重和漠不关心），并且教师不是因为不好的教师（被专制，不公平地对待学生而贡献无效的教学方法）而不是专业（不尊重，缺乏同情）。结论，直到证据可用于解决幸存不便的有效措施，护理学校应考虑采用本研究中学生建议的解决方案策略。

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